Higher Education Quarterly - 2023 - Preuss - Using sensemaking as a lens to assess student learning on corporate social.pdf (592.67 kB)
Using sensemaking as a lens to assess student learning on corporate social responsibility and sustainability
journal contribution
posted on 2023-06-10, 06:12 authored by Preuss Lutz, Isabel Fischer, John Da Silva LuizJohn Da Silva LuizPrior literature suggests that teaching corporate social responsibility (CSR) and sustainability has led to little development of students’ reflexive engagement with the challenges of sustainable development. To shed light on this criticism, we apply sensemaking – as entailing the three stages of scanning for information, interpreting it and identifying alternatives of action – to CSR/sustainability education. Analysing cognitive maps of CSR, drawn by undergraduate finalists from a UK business school, we find that students are able to produce complex cognitive maps in terms of scanning for information; however, cognitive bottlenecks occur at the second and third stages of sensemaking. A key pedagogical challenge is, therefore, to support students in moving beyond scanning towards developing meaning and acting on that basis. By introducing a sensemaking lens we add to a deeper understanding of the complexities associated with CSR education as it aids (or impedes) critical engagement and action.
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- Published
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- Published version
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Higher Education QuarterlyISSN
0951-5224Publisher
WileyExternal DOI
Page range
1-17Department affiliated with
- Strategy and Marketing Publications
Full text available
- Yes
Peer reviewed?
- Yes
Legacy Posted Date
2023-02-09First Open Access (FOA) Date
2023-03-28First Compliant Deposit (FCD) Date
2023-02-09Usage metrics
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